Author:
MANLY JENNIFER J.,JACOBS DIANE M.,TOURADJI PEGAH,SMALL SCOTT A.,STERN YAAKOV
Abstract
The current study sought to determine if discrepancies in quality
of education could explain differences in cognitive test scores
between African American and White elders matched on years of
education. A comprehensive neuropsychological battery was
administered to a sample of African American and non-Hispanic
White participants in an epidemiological study of normal aging
and dementia in the Northern Manhattan community. All participants
were diagnosed as nondemented by a neurologist, and had no history
of Parkinson's disease, stroke, mental illness, or head
injury. The Reading Recognition subtest from the Wide Range
Achievement Test–Version 3 was used as an estimate of
quality of education. A MANOVA revealed that African American
elders obtained significantly lower scores than Whites on measures
of word list learning and memory, figure memory, abstract
reasoning, fluency, and visuospatial skill even though the groups
were matched on years of education. However, after adjusting
the scores for WRAT–3 reading score, the overall effect
of race was greatly reduced and racial differences on all tests
(except category fluency and a drawing measure) became
nonsignificant. These findings suggest that years of education
is an inadequate measure of the educational experience among
multicultural elders, and that adjusting for quality of education
may improve the specificity of certain neuropsychological measures.
(JINS, 2002, 8, 341–348.)
Publisher
Cambridge University Press (CUP)
Subject
Psychiatry and Mental health,Neurology (clinical),Clinical Psychology,General Neuroscience
Cited by
486 articles.
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